Job responsibilities
Job context
To improve outcomes for children and young people with SEND
and additional needs aged 0-25.
To provide high
quality psychological practice in consultation, assessment, intervention, training and systems work under supervision
of a qualified EP.
The post requires a high level of collaborative input. The
postholder will have to work proactively alongside qualified EP colleagues and
with other professionals within the locality hubs.
To acquire a range of skills and experience to qualify as an
Educational Psychologist.
This role is subject to an enhanced Disclosure and Barring
Service check.
Job purpose
To deliver psychological services to schools in the
authority and to acquire the skills and experience required to qualify as an
Educational Psychologist.
Operational Management:
The postholder will work under the direct supervision of
qualified Educational Psychologists.
They will be expected to be able to work independently and under their
own initiative.
Work directly with schools and settings to embed consistent
inclusive practices and the early identification of and intervention with
children and young people with additional needs.
Provide assessment and intervention services to children and
young people 0-25 and their families.
Apply psychology in the creative and efficient promotion of
inclusion
Provide effective advice, psychological assessment and
evidence-based intervention in order to improve outcomes and promote inclusion
of children and young people with SEND (within the framework of the SEN Code of
Practice (2015) and Children and Families Act (2014).
Participate in Educational Psychology Team projects and
service developments.
Improve own practice through induction, supervision,
reflection, and appraisal within the teams and services agreed procedures.
Work collaboratively with colleagues, knowing when to seek
help and advice.
Contribute to the overall ethos, work, and aims of the
service by attending relevant meetings, training days/events as requested.
Advocate for vulnerable children/young people and ensure
their welfare is paramount.
To undertake further professional development to meet
identified objectives.
To keep clear and accurate records of work, writing reports
as required, using ICT where appropriate.
To attend staff meetings and other meetings as required and
to contribute to the ongoing development and continuous improvement of the
service.
To work, as appropriate, with colleagues from other teams
and services in order to achieve agreed objectives in line with team, service
and directorate priorities.
To work proactively within the bounds of professional
competence and in line with professional ethical practices upheld by the
service.
Resource management:
Undertake regular supervision with qualified Educational
Psychologists who are registered with the HCPC.
Responsible for the resources necessary for their work and
development (e.g. office equipment, assessment and intervention materials,
local induction, and facilities).
Partnerships:
To work under the supervision of Educational Psychologists
registered with the HCPC.
Treat customers with respect.
Look to improve efficiency/effectiveness of services to customers.
Understand your own role and be aware of its limits whilst
providing care and support to others and signposting to other agencies.
Ensure that communication and teamwork with other
practitioners and professionals in Social Care, Health and the Voluntary and
Community Sectors is effective, sustainable and built on good working
relationships.
Share experiences and initiate actions where these are
needed to make improvements in working together.
Communicate effectively with other practitioners and
professionals by listening and ensuring that you are being listened to.
Know your main job and responsibilities within your working
environment.
Strategic management:
To work with schools and partners to apply psychology
creatively an improve outcomes for Children and young people.
Communications:
The postholder is required to communicate effectively and
efficiently, and to contribute towards high class training. The range of
contacts and relationships includes children and young people, parents and
carers, head teachers, teachers, teaching assistants, other education
professionals, professionals from other agencies such as social care, health
and the voluntary sector.
Be clear in your language and communication with others.
Build open and honest relationships using language appropriate
to the development of the child or young person and the family culture and
background.
Ensure effective partnership working with parents and carers
built on mutual respect.
Listen actively and respond with empathy.
Use your knowledge and skills to explain, summarise,
question, inform, consult, negotiate and to help understanding.
To develop and maintain good working relationships with
parents and other family members.
Communicate effectively with all children, young people,
families and carers.
Systems and information:
Use technology effectively.
Use technology to manage information.
Use existing data systems to bring together shared
information to use for evaluation and planning purposes.
Provide data as required for monitoring and evaluation of
service delivery.
Log work using Synergy, Wisdom and any other systems agreed
within the Service or within the Directorate.
Safeguarding:
Knowledge of safeguarding procedures.
Be responsible for promoting and safeguarding the welfare of
children and young people that you are responsible for and come into contact
with.
Recognise and take considered action in such situations.
Use trust and understanding to make considered judgements.
Involve children and young people when taking action on
their behalf.
Communicate, record and report appropriately using Synergy,
electronic document record management systems (eDRMS Wisdom) or other agreed
systems.
